Effects of a peer-counseled AIDS education program on knowledge, attitudes, and satisfaction of adolescents

Rickert, Vaughn I.; Jay, M. Susan; Gottlieb, Anita

doi:10.1016/0197-0070(91)90039-o

Cited by 69 publications

(31 citation statements)

References 22 publications

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“…This agrees with results from previous studies that peer-led intervention can have a positive influence on the attitude of secondary school students towards use of contraceptives 10,16 and on the attitude of out-ofschool youths towards practicing personal preventive behaviors and seriousness of AIDS. 19 Similar results were found from a research in a secondary school in Igbo-ora where peer education positively influenced the attitude of students towards use of psychoactive substances including alcohol and cigarette. 20 This change in attitude is encouraging since attitude is a predictor of intentions to undertake any behavior.…”

supporting

confidence: 77%

Evaluation of a School-Based Reproductive Health Education Program in Rural South Western, Nigeria

Ajuwon¹,

Brieger²

2007

African Journal of Reproductive Health

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This quasi-experimental study compared the relative efficacy of teacher instructions alone, peer education alone, and a combination of these two on reproductive health knowledge, attitude, perceived self-efficacy and sexual practices among secondary schools students in the Ibarapa district of Southwestern Nigeria. A baseline questionnaire was administered to a systematic sample of students in four schools that were randomized into four treatment arms: teacher instructions alone (E1), peer education alone (E2), combination of teacher instruction and peer education (E3), and control. The results were used to design the contents of the interventions, which were implemented for one academic session. A follow-up survey using the same sampling procedures as baseline was conducted to measure the outcome of the intervention. The control group had superior reproductive health knowledge at baseline. By follow-up survey however, all three intervention schools showed significant knowledge gains, while the control school students' mean score increased slightly. Increase in knowledge was greatest among E3 (+5.0 points), followed by E2 (+3.4), E1 (+1.4) and C (0.3). The intervention schools showed a significant positive shift in attitude towards use of contraceptives with mean increase of 0.6, 0.5, and 0.9 points in E1, E2 and E3 respectively. Scores that measured the students' perceived self-efficacy for safe sex increased significantly among E1 (from 10.8 to 11.8) and E3 (from 10.4 to 12.6). Reported condom use was significantly higher among E2 (from 16.7 % to 62.8%) (p<0.05) and E3 (from 22.8% to 53%) (p<0.05) compared to E1 (28.6% to 47.4%) (p>0.05) and control (from 25% to 45.8%) (p>0.05). Overall, the students from E3 showed more improvement in knowledge, attitude and self-efficacy, than their counterparts from E2 and E3 and control. RÉSUMÉEvaluation d'un programme de l'éducation de la santé de reproduction basé sur l'école au sud-ouest rural, Nigéria Cette etude quasi-expérimental a comparé efficacité relative de seules les instructions de l'enseignant, l'éducation de pairs uniquement et une combinaison des deux sur la connaissance de la santé de reproduction, l'attitude, l'auto-efficacité perçue et les pratiques sexuelles parmi les étudiants de secondaire dans le district d'Ibarapa au sud ouest de Nigéria. Un questionnaire de ligne de base a été administré à un échantillon systématique d'étudiants dans quatre écoles réparties en quatre bras de traitement: seule les instructions de l'enseignement (E1), seule l'éducation des pairs (E2) la combination de l'instruction de l'enseignant et l'éducation des pairs (E3) et le témoin. On a dessiné le contenu des interventions à partir des résultats. Les interventions ont été mises en application pendant une année scolaire. Une enquête de suivi a été menée à l'aide des mêmes modalitiés de prélèvement que la ligne de base pour évaluer le résultat de l'intervention. Le groupe témoin avait une connaissance supérieure de la santé sur la ligne de base. A travers l'enqête de su...

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supporting

confidence: 77%

Evaluation of a School-Based Reproductive Health Education Program in Rural South Western, Nigeria

Ajuwon¹,

Brieger²

2007

African Journal of Reproductive Health

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“…Thus, it may be argued that Vhutshilo increased young people's sense of agency. These findings are in keeping with those recorded with regard to MCPs (Mash & Mash 2012), changes in HIV attitudes and knowledge (Ott et al 2003), and young people's proclivity to engage more actively in discussion after peer-led sessions (Rickert et al 1991).…”

Section: Knowledge Attitude and Behaviour Changesupporting

confidence: 68%

“…Other research has found variously that programmes with peer educators are as effective as those taught by adults in changing adolescent knowledge about HIV, beliefs and risk behaviour (Ott, Evens, Halpern-Felsher & Eyre 2003;Sciacca & Black 1996), that adolescents are more likely to engage in interactive discussions after peer-led sessions than they are after sessions led by adults (Rickert, Jay & Gottlieb 1991) and that peer educators themselves receive enhanced health outcomes (Strange, Forrest, Oakley & The Ripple Study Team 2002).…”

Section: Peer Educationmentioning

confidence: 99%

Measuring change in vulnerable adolescents: Findings from a peer education evaluation in South Africa

Swartz¹,

Deutsch

Makoae

et al. 2012

SAHARA-J: Journal of Social Aspects of HIV/AIDS

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Introduction: In the context of poverty and HIV and AIDS, peer education is thought to be capable of providing vulnerable youth with psychosocial support as well as information and decision-making skills otherwise limited by scarce social and material resources. As a preventative education intervention method, peer education is a strategy aimed at norms and peer group influences that affect health behaviours and attitudes. However, too few evaluations of peer-led programmes are available, and they frequently fail to reflect real differences between those who have been recipients of peer education and those who have not. This article reports on an evaluation of a pilot peer-led intervention, entitled Vhutshilo, implemented on principles agreed upon through a collaborative effort in South Africa by the Harvard School of Public Health and the Centre for the Support of Peer Education (the Rutanang collaboration). Vhutshilo targeted vulnerable adolescents aged 14 -16 years living in some of South Africa's under-resourced communities. Methodology: The research design was a mixed-method (qualitative and quantitative), longitudinal, quasi-experimental evaluation. Tools used included a quantitative survey questionnaire (n ¼ 183) and semi-structured interviews (n ¼ 32) with beneficiaries of peer education. Surveys were administered twice for beneficiaries of peer education (n ¼ 73), immediately after completion of the programme (post-test) and 4 months later (delayed post-test), and once for control group members (n ¼ 110). The three main methodological limitations in this study were the use of a once-off control group assessment as the baseline for comparison, without a pre-test, due to timing and resource constraints; a small sample size (n ¼ 183), which reduced the statistical power of the evaluation; and the unavailability of existing tested survey questions to measure the impact of peer education and its role in behaviour change. Findings: This article reports on the difficulties of designing a comprehensive evaluation within time and financial constraints, critically evaluates survey design with multi-item indicators, and discusses six statistically significant changes observed in Vhutshilo participants out of a 92-point survey. Youth struggling with poor quality education and living in economically fraught contexts with little social support, nonetheless, showed evidence of having greater knowledge of support networks and an expanded emotional repertoire by the end of the Vhutshilo programme, and 4 months later. At both individual and group level, many with low socio-economic status showed great improvement with regard to programme indicator scores. Conclusion: For the poorest adolescents, especially those living in the rural parts of South Africa, peer education has the potential to change future orientation, attitudes and knowledge regarding HIV and AIDS, including an intolerance for multiple concurrent partnerships. When well organised and properly supported, peer education programmes (and the Vhutshilo ...

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“…This finding certainly emphasizes the importance of health education regarding this hidden mechanism for transfer of blood-borne diseases. Peer-led educational activities are an effective method to improve the behavior of adolescents and change their beliefs regarding risky behavior [10][11][12] and has been used as a model for these specific needs. The results of our study show a reasonable change in the opinion of participants.…”

Section: Discussionmentioning

confidence: 99%

“…Sometimes, BB are formed between groups to establish similar bonds especially in areas such as Erzurum, in which people still have old cultural beliefs. Thus, different methods have been applied to prevent these practices; however, peer-to-peer education has been found to be very effective at modifying adolescent behavior [10][11][12].…”

Section: Introductionmentioning

confidence: 99%

Prevalence of Blood Brotherhood among High School Students in Erzurum and the Effect of Peer-led Education on this Practice

Işık

Set

Khan

et al. 2013

EAJM

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Objective: This study aimed to assess the prevalence of blood brotherhood (BB) in Erzurum, Turkey and to observe the effect of education interventions on this risky cultural behavior. Materials and Methods:This study was designed as a cross-sectional intervention, based on minor interventions through a peer-led awareness campaign regarding the transfer of blood-borne diseases through BB rites. This study was conducted from February through May 2007 at 29 high schools in Erzurum. Results:The study population was 53.8% (n=1,522) males and 46.2% (n=1,307) females. The proportion of the students who have participated in BB rituals was 24.1% (n=558). There was a statistically significant link between BB and a history of having Hepatitis B Virus (HBV) infection, family history of HBV and male gender (p<0.05). After the structured peer-led education the intention to participate in BB rituals decreased from 30.0% to 20.6% (p<0.001). Conclusion:The prevention of BB rituals, which can result in the transfer of blood-borne diseases, requires urgent public awareness campaigns led by healthcare professionals. Key Words: AIDS, blood brotherhood, Hepatitis B, Hepatitis C, risky cultural habits ÖzetAmaç: Bu çalışmada, Erzurum'da ortaöğretim öğrencileri arasında kan kardeşliğinin yaygınlığı ve akran eğitiminin bu riskli kültürel davranışı yapma üzerindeki etkisinin araştırılması amaçlanmıştır. Sonuç: Kan kardeşliği kan yoluyla bulaşan hastalıkların bulaşma yollarından biri olabilir. Bu konuda sağlık profesyonellerinin toplumu bilinçlendirmesi önemlidir. Gereç ve

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Effects of a peer-counseled AIDS education program on knowledge, attitudes, and satisfaction of adolescents

Cited by 69 publications

References 22 publications

Evaluation of a School-Based Reproductive Health Education Program in Rural South Western, Nigeria

Evaluation of a School-Based Reproductive Health Education Program in Rural South Western, Nigeria

Measuring change in vulnerable adolescents: Findings from a peer education evaluation in South Africa

Prevalence of Blood Brotherhood among High School Students in Erzurum and the Effect of Peer-led Education on this Practice

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